Decolonizing African Curricula Through AI-Enhanced Pedagogy: Reclaiming Indigenous Knowledge and Future Skills in Postcolonial Education Systems

This paper explores the intersection between artificial intelligence (AI) and curriculum decolonization in sub-Saharan Africa, arguing for a transformative educational paradigm that integrates indigenous knowledge systems with AI-enhanced learning. As African nations grapple with postcolonial curriculum models rooted in Eurocentric frameworks, the emergence of AI offers an unprecedented opportunity to reimagine pedagogical tools that honor cultural identity while preparing learners for the demands of a digital future. Through a critical review of literature and analysis of current curriculum practices, this study proposes an Afrocentric-AI curriculum model grounded in contextual relevance, epistemic justice, and future-ready competencies. The implications for curriculum reform, teacher training, and educational policy are discussed, with practical recommendations for implementation.